Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Issue 3 (16th March 2018)

• Record Type: Journal Article
• Authors: Huettig, Falk; Lachmann, Thomas; Reis, Alexandra; Petersson, Karl Magnus
• Is Part Of: Language, cognition and neuroscience. Volume 33:Issue 3(2018)
• Page Start: 333
• Page End: 350
• Publication Date: 2018-03-16
• Subjects: Dyslexia -- illiterates -- literacy -- phonological awareness -- reading experience; Psycholinguistics -- Periodicals; Linguistics -- Periodicals; Neurosciences -- Periodicals; Psycholinguïstiek; Cognitieve processen; Linguistics; Neurosciences; Psycholinguistics; Periodicals; 401.9
• DOI: 10.1080/23273798.2017.1348528
• Languages: English
• ISSNs: 2327-3798

Abstract

ABSTRACT: The cause of developmental dyslexia is still unknown despite decades of intense research. Many causal explanations have been proposed, based on the range of impairments displayed by affected individuals. Here we draw attention to the fact that many of these impairments are also shown by illiterate individuals who have not received any or very little reading instruction. We suggest that this fact may not be coincidental and that the performance differences of both illiterates and individuals with dyslexia compared to literate controls are, to a substantial extent, secondary consequences of either reduced or suboptimal reading experience or a combination of both. The search for the primary causes of reading impairments will make progress if the consequences of quantitative and qualitative differences in reading experience are better taken into account and not mistaken for the causes of reading disorders. We close by providing four recommendations for future research.